Exploring pre-service teachers’ future intentions to use technology through the use of comics

Gavaldón, Guillermina; McGarr, Oliver

doi:10.1016/j.tate.2019.04.004

Cited by 23 publications

(13 citation statements)

References 37 publications

(35 reference statements)

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“…The paper discusses the reasons for these perspectives and what it reveals in relation to the students' attitudes towards technology. In addition to teacher responses, other research also found students' responses to technology written by Gavaldon and McGarr (2019). Therefore training and mentoring to teachers on the importance of using instructional media needs to be continued.…”

Section: Resultsmentioning

confidence: 99%

Training in Making Powtoon-Based Learning Media in Education 4.0

Sukmanasa

Novita²,

Maesya³

2020

ijbesd

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The role of the teacher is needed to help students in the learning process so that the material can be understood optimally. A teacher is not just teaching in front of the class, but must be able to inspire students. The process of implementing learning in the 2013 curriculum requires the ability of teachers in the IT field, especially in making learning media easy and interesting because learning in the 2013 curriculum consists of observing, asking, reasoning, trying and communicating. The assessment conducted in the 2013 curriculum includes three domains, namely affective, cognitive, and psychomotor. The purpose of community service is to provide assistance in making media powtoon learning in the thematic 2013 curriculum learning for class V of the Cluster 1 Elementary School in Bogor City. This assistance gets a positive response as evidenced by the enthusiasm of the teacher in following from beginning to finish. Although this mentoring training is different from usual, using online media or webinars because of Covid-19. When giving material about the introduction of the Powtoon program, the teachers learned a lot, because this program was a new program. The enthusiasm and readiness of the teachers signifies motivation to foster student activity in learning.

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Section: Resultsmentioning

confidence: 99%

Training in Making Powtoon-Based Learning Media in Education 4.0

Sukmanasa

Novita²,

Maesya³

2020

ijbesd

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“…A teacher's attitude toward technology has cognitive, skill-oriented, and affective aspects and is a learned predisposition that influences how they will respond to certain objects, situations, or behaviors (Suárez et al, 2019). A number of publications have concluded that preservice teachers' attitudes toward technology significantly affect their ability and intention to adopt the system in class (Baturay et al, 2017;Gavaldon and McGarr, 2019). Avsec and Jagiełło-Kowalczyk (2018) have claimed that preservice teachers' attitudes toward technology are related to the feelings that they experience when they are first exposed to it.…”

Section: Why Preservice Teachers' a Ect Is Focusedmentioning

confidence: 99%

Understanding preservice teachers' affective responses to VR-enabled scientific experiments

2022

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Preservice teachers' preparedness, perception, and affect toward certain technology systems influence the student acquisition of science knowledge, process skills, teaching innovation, and willingness to use technology in their classroom. The purpose of this study was to explore teachers' affective responses to a virtual reality-enabled scientific experiment (VaSE) system. Fifty-one preservice teachers majoring in educational technology participated in the study. They were divided into two groups, and their reactions were measured separately on two occasions. The first occasion used a standard system following the principle of Donald Norman's affective design model (ADM). The VaSE system was then revised with a strict version of ADM before the participants' reactions were measured for a second time. The positive and negative affect scale (PANAS) was utilized for affective state evaluation. Semi-structured interviews that focused on affective experiences were organized using an ADM framework and conducted immediately after the participants used VaSE. The results indicated that the positive affect experienced by the preservice teachers was significantly enhanced, and the negative affect was significantly weakened. Academic level, gender, and prior experience were important random effect factors that impacted the affective experience. It was also revealed that participants were more likely to be affected by immersion and interactivity in terms of enhancing positive affect and were more likely to be affected by behavioral layer elements in terms of weakening negative affect. A conclusion has been drawn to provide theoretical and practical suggestions for training preservice teachers in ways that improve their ability to integrate technology into the classroom.

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“…Based on the articles selected, personal factors that form professional identity include teachers' perception, believes and attitudes (Avidov-Ungar & Forkosh-Baruch, 2018; Gavaldon & McGarr, 2019;Greene-Clemons, 2016;Hartman et al, 2019;Hsieh & Tsai, 2017;Jonker et al, 2018;Tsybulsky & Levin, 2019;Van Den Beemt & Diepstraten, 2016). These factors form teachers' personal view towards technology.…”

Section: Personal Factormentioning

confidence: 99%

Factors Influencing the Formation of Teacher Professional Identity in Technology Integration

Rosdi

Khalid

Rasul

2020

JESR

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The roles of teachers in the classroom include ensuring that learning objectives are met when teaching and learning activities are implemented. Technology allows teachers to achieve their teaching goals, as well as support and enable students to engage in any teacher-planned activity actively. Many studies have identified factors that influence teachers to integrate technology into the classroom. Therefore, this study reviewed the literature on factors that influence the formation of teacher professional identity in integrating technology into teaching and learning. Several databases were searched to find relevant, accessible literature published between 2016 and 2019. The study found that internal and external factors, specifically, individual, technology and environmental factors, do influence the formation of teacher professional identity. This study also discusses the challenges faced by teachers in using technology in the classroom. It is hoped that this study will help researchers understand the factors that influence the formation of professional identity and the challenges encountered by teachers. These factors must be identified to ensure that technology integration can be effectively implemented for students in pursuing education in the 21st century.

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Exploring pre-service teachers’ future intentions to use technology through the use of comics

Cited by 23 publications

References 37 publications

Training in Making Powtoon-Based Learning Media in Education 4.0

Training in Making Powtoon-Based Learning Media in Education 4.0

Understanding preservice teachers' affective responses to VR-enabled scientific experiments

Factors Influencing the Formation of Teacher Professional Identity in Technology Integration

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